Educational Routes Research Articles

Neurotechnology and artificial intelligence as key factors in the customization of the lifelong learning route

Artificial Intelligence (AI) technologies are being actively developed and the number of applications is growing rapidly. The education sector is no exception, which in the future can be significantly transformed using AI, for example, in terms of the development of approaches to the customization of the educational route. At the same time, the active development of neuroimaging technologies, as well as progress in neuroscience and neurotechnology, allows providing AI algorithms with important data about the functioning of the learner’s brain.The article considers the issues of customization of the lifelong learning route (CLLR) using the mentioned assistive technologies: neurotechnologies and artificial intelligence. The basic principle of functioning of the proposed CLLR is formulated: based on the analysis of recorded multimodal data about the learner algorithms based on AI propose actions to implement feedback, which will increase the efficiency and customization of the educational process.The modular principle of constructing the CLLR system is proposed, and the methods of AI that can find application as the core of an intelligent subsystem of CLLR are discussed. In conclusion, various strategies of application of the proposed CLLR system, which will allow to implement a universal system of educational decision-making support on its basis, are presented.

Competencies of a Teacher of Primary General Education: Research of Professional Deficits

Introduction. The article analyzes theoretical approaches to the study of various aspects of the formation of professional competence of a teacher. The relevance of studying of the professional deficits of a modern primary school teacher is substantiated. The purpose of the article is to study and interpret the results of professional competence deficits of a teacher of primary general education. Materials and Methods. Research methods were used: theoretical analysis of the problem based on the study of psychological, pedagogical, methodological literature; content analysis of educational and scientific texts used for educational purposes for primary school children; synthesis, comparative and descriptive methods, analysis. An empirical study was conducted to study the professional deficits of primary school teachers in the Republic of Mordovia. Automated diagnostic tasks were used to identify the level of formation of methodological competencies. Results. Diagnostics of the formation of methodological competencies of primary school teachers has been developed and carried out. The diagnostic results indicate the presence of professional deficits among teachers of primary general education. Teachers find it difficult to determine the goals of activity at certain stages of the lesson, the sequence of structural elements of the lesson to solve practical problems, to select tasks of different levels of complexity for differentiated work. Discussion and Conclusion. The obtained data should be taken into account when organizing the activities of professional learning communities, building individual educational routes to improve the professional methodological competence of primary school teachers, updating the content of advanced training programs in terms of developing skills in organizing project and research activities of younger schoolchildren, understanding by teachers of the functions of control and evaluation in primary school, the essence of the formation of universal educational action, the features of the formation of educational activities of a junior high school student.

Application of adaptive learning technology in the educational process

This article discusses the problem of applying the adaptive learning system in secondary schools and universities. In this technology, the main place is given to the student, his activities, personal qualities. Special attention is paid to the formation of their reading skills. The use of adaptive learning technology in the educational process is now becoming more common. Adaptive learning is an approach that takes into account the individual abilities and needs of the student as much as possible. The use of adaptive technologies involves the integration of information and pedagogical technologies that ensure the interactivity of the interaction of educational subjects and the productivity of the student's learning activities with the use of new information technologies that ensure adaptation within the educational process. Adaptive educational programs are not a new phenomenon in modern science. The next step in adaptive education was the personalization of educational processes, which was reflected in the creation of individual educational routes and trajectories. Therefore, there is a need for an in-depth study of adaptive learnin

Способы обеспечения эффективной реализации стратегии экспорта российского образования

The study aims to identify the key areas of the Russian academic, economic and sociocultural sphere that can be positively influenced by the Russian education export strategy in order to specify the ways of organizing educational process and social adaptation of foreign students that would contribute to the most successful implementation of all aspects of this strategy. The paper examines the reasons why states pay great attention to the internationalization of their higher education system and also identifies the main areas of the Russian university environment, economy and culture that are the beneficiaries of the influx of foreign students to the Russian Federation. Furthermore, the scientific work explores the ways to improve the system of higher education that will allow organizing the studying and recreation of foreign students in such a manner that all the most important problems related to the implementation of education export are successfully solved and reflected in Russia’s scientific, industrial and cultural development, both at the national level and internationally. The scientific novelty lies in presenting new ways to adapt the educational process at the university to the educational needs of foreign students, as well as in offering methods for improving the socializing, cultural-educational and career guidance work of universities, which together are able to ensure foreign students’ formation not only as qualified professionals, but also as the professionals with a pronounced positive perception of Russia who respect our culture and seek to cooperate with Russian organizations in one form or another. As a result of achieving the research objectives, the role of education export in the policy of many countries has been determined, which consists in ensuring stable high incomes and in strengthening the leading position of the state on the international stage. The main directions of the academic, economic and sociocultural spheres significantly affected by all the multitude of activities undertaken in the process of education export have been identified. The main parameters of university education that require modernization with regard to the development of the Russian higher education export strategy have been determined. The need for integration of additional disciplines in Russian into the educational route of foreign students throughout the entire course of study at the university has been argued. The need for advanced training of the teaching staff in terms of the methodology of teaching disciplines in Russian as a foreign language has been noted. The importance of the active involvement of foreign students in the university environment and the sociocultural city life has been shown. The correlation between the increase in the number of potential foreign applicants who would like to earn a degree in a Russian university and ensuring the high quality of education for foreign students along with the creation of favorable conditions for their effective sociocultural adaptation has been proved.

The results of changing the social and educational route of children diagnosed with moderate mental retardation and lived in stationary social services institutions

The aim of the work was to analyze the results of the correction of the social and educational rote of children, diagnosed with moderate mental retardation, receiving social services in stationary institutions for mentally disabled children. At the first stage, as a result of a continuous personal examination of 621 children living in three stationary social service institutions for children with mental disorders, 134 children were identified who presumably needed to clarify the diagnosis and change the educational and social route. At the second stage, in order to clarify the diagnosis and the educational route, a commission psychological, medical and pedagogical examination of 48 children was carried out. In 45 cases the IQ, assessed by Wechsler test, did not correspond to the diadnosis: in 24 cases the IQ was in the interval, corresponding to mild intellectual disability (50-69 points), in 21 cases IQ was above 70 points. As a result of the second stage, 26 children were transferred from a stationary social service organization for children with mental disorders to children’s homes in the education system, where they began training in adapted educational programs at a higher level. At the third stage of the study, the results of adaptation of 21 children were analyzed. It is shown that the main difficulties in the adaptation of children were not associated with the degree of intellectual impairment, but with the difficulties of transferring to an educational program of a higher level, the severity of emotional-volitional and behavioral disorders, communication disorders. It is concluded that the success of the correction of the social and educational route of children depends on the readiness of employees of educational and educational institutions to carry out rehabilitation work, the quality of psychiatric care.

Forensic Accounting: Time for a Unified Global Approach

Abstract Forensic accountants need to respond to the ever-growing global threat of financial crime and the continuing need for expertise within the area of financial dispute work. The global development of forensic accounting as a discipline has been ad hoc, and this paper will focus on the two most developed nations regarding the expansion of forensic accounting i.e., the USA and the UK. From this study two major themes have emerged: that of the status of the regulation and education of forensic accountants within the USA and the UK and we ultimately call for radical reform in both areas. Currently there is no recognised regulatory body which encompasses all aspects of a forensic accountant’s role, thus there is no standard code of ethics which practicing forensic accountants are obliged to follow. In addition, the absence of a recognised educational route to becoming a forensic accountant has resulted in a lack of awareness of the role as a potential career path and makes succession planning within forensic accounting firms problematic.

Does the Region Make a Difference? Social Inequality in Transitions to Adulthood across Cohorts in West Germany

Since the availability of study opportunities is unequal across regions, entering the phase of post-secondary education is often accompanied by leaving (the parental) home. In these life-course transitions, social background plays a crucial role in the form of resources, e.g., to afford living independently while studying. We use a unique set of geospatial data by aggregating information on the municipality level flexibly within travel-time radii and link the data to the German National Educational Panel Study (NEPS) to examine whether socioeconomic and university infrastructure in the region can compensate for a lack of parental resources (i) in transitions to university and (ii) in the likelihood of staying in or leaving the home region to study. We analyse this across cohorts between 1986 and 2015. We find that the region makes a difference: a wide availability of universities in the region offsets social inequality in the transition to university. Yet, the increasing availability of alternative educational routes over time via vocational training and universities of applied sciences causes this moderating influence to decrease across cohorts. Our findings call for gearing the attention of policymakers towards the varying relevance of regional conditions over time and across social groups for individuals’ life-course transitions.

The use of the interactive multifunctional cloud portfolio for constructing and implementing individual educational routes for students in the course of project activities

The problem and the aim of the study. One of the priorities of the modern school is informatization and individualization of education. Its implementation can be facilitated by the e-portfolio as a tool for evaluating students’ individual educational results, optimizing work with information, and supporting the design of a non-linear structure for presenting materials. The purpose of the research is to study the possibilities of using the interactive multifunctional cloud portfolio for implementing individual educational routes for students in the course of project activities. Research methods. The methodology is based on the analysis of the didactic potential of the e-portfolio technology, support for UNESCO initiatives, state education development programs. The analysis and synthesis of literature on the problem of using interactive tools in the digital school, processing of test results and electronic content of the portfolio are applied. The experiment involved 52 students of classes 5-10, who study at gymnasium in Kirovo-Chepetsk (Russian Federation). The designed portfolio was implemented in the environment of the Unified Regional Information System for Education of the Kirov Region. Pearson's chi-squared test (χ2 ) was used for statistical data processing. Results. The model of the interactive multifunctional cloud portfolio was developed, which determines its structure, including the sections "My individual educational route", "My lessons", "My studios", "My affairs". The implementation of the model in the unified regional information system made it possible to change the nature of the interaction between participants of educational relations in the experimental group; improve the quality of the provision of services in electronic form; determine priority areas for development for each student, etc. Statistically significant differences in qualitative changes in the pedagogical system were revealed (χ2 = 9.302; p < 0.05). In conclusion, the features of using the proposed portfolio model are described: the principles of the unity of education and upbringing, individualization, variability, reflection and cooperation, etc. The difficulties of the proposed innovations are formulated: the need to clearly define the didactic functions of the projected portfolio; the problem of choosing digital tools; accuracy of task formulation, etc. Keywords: digitalization of education, individualization of education, e-portfolio, cloud technology, project, unified regional information system

Evaluating the effectiveness of support for teachers' professional development programs based on the automated monitoring system

Introduction. The article presents a study on the problem of developing and implementing support interventions for teachers’ professional development programs based on an automated monitoring system. The purpose of the article is to evaluate the effectiveness of supporting teacher professional development programs based on an automated monitoring system. Materials and Methods. The study was structured within the framework of a descriptive model of supporting teachers’ professional development programs based on an automated monitoring system, as it is aimed at evaluation the effectiveness of support. The research tasks were solved by means of applying a set of complementary theoretical methods, such as analysis of Russian and international educational theory and practice in the field of designing support for teachers’ professional development; modeling, comparison and generalization. The empirical methods included assessment tools, statistical processing and expert assessment procedures. The study was based on data obtained during the assessment of professional competencies of 3,375 teachers from 48 municipal departments of education in the Republic of Bashkortostan (the Russian Federation). The data were subjected to comparative quantitative and qualitative analysis according to the evaluation criteria developed according to the types of teachers’ professional activities. Results. The authors have identified the components within the model of supporting teachers’ professional development based on an automated monitoring system. Technological aspects of implementation were adjusted, and the effectiveness of support was evaluated. It has been established that a system-forming component in the design and implementation of support for teachers’ professional development programs is assessment, which allows to identify professional deficits and determine a set of forms of educational events that contribute to teachers’ professional development. Modern assessment system of professional competencies should be characterized by validity and objectiveness; also it should follow the principles of confidentiality, competence, responsibility, systematic nature, informing participants about the goals and results of the evaluation procedure. The authors emphasize that automated systems allow to conduct valid assessment procedures, as well as to build a system for tracking the effectiveness of supporting teachers’ professional development in one or a range of educational settings. Conclusions. The article concludes that the use of the proposed model of supporting teachers’ professional development programs based on an automated monitoring system will allow each teacher to identify and eliminate professional deficits in conditions of constantly increasing requirements for teachers’ competence, which corresponds to the concept of continuing education of teachers. The authors emphasize that designing teachers’ professional development programs based on the automated monitoring system ensures the development of teachers’ subjective position, allowing them to build an individual educational route independently or under the guidance of a mentor, and also stimulates the development of variability in the content and technologies of the professional development system, which corresponds to the trends in the development of the system of continuing education. The presented practical experience of the implementation of the proposed model can be used in planning methodological activities in educational institutions of various levels.

The possibilities of an interactive multifunctional cloud portfolio for the individualization of education in primary school

Problem statement . One of the priorities of the modern school is informatization and individualization of education. The implementation of these tasks can be facilitated by an electronic portfolio as a means for evaluating the individual educational results of students, optimizing work with information, and supporting the design of a non-linear structure for presenting materials in different formats. The research is aimed at studying the possibilities of an interactive multifunctional cloud portfolio for the individualization of education in a primary school. Methodology . Theoretical and methodological analysis and generalization of legal acts, literature on the application of information and communication technologies in education, processing of test results and electronic content of the portfolio are applied. Experimental work was carried out on the basis of Gymnasium No. 1 in Kirovo-Chepetsk. The experiment involved 52 students from grades 5-10 (girls - 52%, boys - 48%). Pearson’s chi-squared test for statistical data processing was used. Results . A model of an interactive multifunctional cloud portfolio has been developed for the individualization of education in a primary school. This model determines the structure of an interactive multifunctional cloud portfolio, including the sections “My individual educational route” (personal development of the student), “My lessons” (class activities), “My studios” (extracurricular activities), “My affairs” (educational work). The Google Classroom service was used to implement the model. Statistically significant differences in qualitative changes in the pedagogical system were revealed. Conclusion . The possibilities of an interactive multifunctional cloud portfolio for the individualization of education in a primary school are summarized: changing the nature of interaction between participants in educational relations; formation of universal educational activities, communication skills; personal development of students, etc.

Distance learning potential of the teacher's additional vocational education system

Introduction. In the modern socio-cultural and valeological situation, the problem of increasing the professional competence of a teacher in the system of additional professional education by means of distance learning becomes urgent. The purpose of the study is to develop a theory of distance learning and to substantiate the potential of the contextual situation in the system of additional professional education of a teacher.Purpose setting. Research objectives: to substantiate the methodological basis of the theory of distance learning by means of a contextual situation; to clarify the concept of «distance learning by means of a contextual situation»; to organize experimental work on the implementation of a distance learning model by means of a contextual situation in the additional professional education of a teacher.Methodology and methods of the study: a) theoretical: analysis and systematization of specialized research on the subject; b) empirical: quantitative and qualitative analysis of the data of rapid testing and interviews conducted among students of the Institute of Continuing Education of the Kursk State University, Institutes of Educational Development of Kursk and Orel regions; c) diagnostic: experiment, expert evaluation method, methods of statistical data processing.Results. The development of the theory of distance learning by means of the contextual situation in the system of additional professional education of a teacher is focused on maintaining a balance between the development of individual educational routes of students, which will positively affect the personification of the teacher»s education in post-university improvement, and further successful professional self-realization and the growth of professional and pedagogical competence with the synergetic effect of competence and contextual methodological approaches.Conclusion. Based on the results obtained, we generalize the potential of distance learning by means of using the contextual situation in the system of additional professional education of a teacher. The results of the study can be used by university teachers, graduate students, undergraduates to identify promising and effective pedagogical technologies at different levels of professional education of teachers.

Развивающая психолого-педагогическая программа «Дорога профессионального выбора» для обучающихся 9–11 классов, в том числе с ограниченными возможностями здоровья

<p>The program “Road of professional choice” refers to developing psychological and pedagogical programs. It is aimed at the formation of a conscious choice of a profession and the development of an individual strategy for achieving professional success, including students with special educational needs. The program helps students to find their own image of “I”, to form the knowledge, skills and abilities necessary when choosing a further educational route, taking into account individual characteristics, abilities and health opportunities. During the course of the program, students have the opportunity to record the material in individual cards, save and further analyze the results of tests, self-diagnosis, self-analysis during consultations with a psychologist. When participating in the program for children with disabilities, it is important for a specialist to take into account the specifics of the presentation of material based on the special conditions prescribed in the conclusion of the psychological, medical and pedagogical commission students and recommendations on professional choice. An important condition for participation in the program is that adolescents have a retained intellect, since the program involves the use of abilities for analysis, generalization and goal-setting.</p>

Humanitarian Education and Political Education in a Non-Humanitarian University: the View of a Higher School Teacher

The subject of the study is the dynamics of changes taking place in the architecture of humanitarian education in Russian educational institutions of higher education in the XXI century. The article is written on the basis of the author's experience in teaching social and humanitarian academic disciplines. It is shown that in the 2000s, in non-humanitarian universities, the main emphasis was placed on teaching and developing the basics of political, sociological and cultural knowledge among students. The humanitarian presence in the curricula of the specialty made it possible to achieve intermediate goals of political education. In the subsequent period of time, knowledge about politics and the political structure of the country, about civic heroism and patriotism turned out to be on the periphery of professional educational routes of students. The authors note that currently, at the initiative of the Ministry of Education of Russia, the key foundations of humanitarian education are being revised. The number of classroom hours for studying the history of Russia and the main milestones of world history is increasing, work has begun on the introduction of the discipline "Fundamentals of Russian Statehood" into the educational process. At the same time, there is an obvious demand for systematic profile retraining of the teaching staff of non-humanitarian universities. The article contains specific proposals for the implementation of measures aimed at political education and civic education of all participants in the educational process at the university. Special attention is paid to postgraduate training in the political science field.

ICT in inclusive education by AI blockchain technology

A new trend of digitalization of inclusive education for education in the framework of the UNESCO report "Futures of education. Learning to become". It was discussed how digitalization of education can make it more accessible for children with disabilities, studying in conditions of inclusion. The presented technology allows for a long time to consistently collect and analyze pedagogical, psychological, and medical information on the results of observations and examinations of each child for supervisory groups and consultations while maintaining full confidentiality of personal data. The information collected serves as the basis for drawing up individual educational routes for the students, and for the teacher, it makes it possible to work in the zone of the children's closest development without comparing them with each other. The presented development met with lively interest because the widespread introduction of inclusive practices in education is not always provided by the ergonomic technologies of the teacher, who has to work simultaneously with children with different educational needs.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФУНКЦИОНИРОВАНИЯ ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ СИСТЕМЫ ОБУЧЕНИЯ МАТЕМАТИКЕ В СТАРШЕЙ ШКОЛЕ

The article examines the characteristics of the psychological and pedagogical conditions required for the functioning of the hybrid intellectual system of teaching (HIST) mathematics in high school. The article describes such internal conditions related to the development and primary trial of the HIST as the methodological basis of the intellectual management of educational and cognitive activity of students in general and the research and project activities in particular, the identification of the personalized parameters of the high school students’ scientific potential which determines the teaching content, the development of such diagnostic tools that can take the students’ individual psychological characteristics into account and serve as a component of intellectual management in the mathematical modelling of research activities, the development of the procedures and the methods of creating individual educational routes that are based on the students’ types of thinking. These conditions determined the architecture and functions of the hybrid neural network. The trial experiment on the internal conditions of the functioning of HIST involved 711 high school students. The results of the trial study indicate a steady annual increase in the number of students in experimental groups who get high scores, which is connected with an in-depth study of mathematics within the framework of the student's educational and research activities aimed at acquiring complex mathematical knowledge with the help of a hybrid intellectual system. The obtained results confirmed the effectiveness of the intelligent management system of the students' research and project activities. It was found that the external conditions, i.e. the readiness of the participants of the research and project activities to use the HIST, is not unimportant for its successful implementation. Consequently, the effectiveness of the hybrid intelligent learning system is determined not only by the readiness of the teachers, but also by the motivational and technological readiness of high school students to carry out research and project activities in a hybrid learning environment.

Blended learning as a promising direction of informatization of higher education

The article discusses possible options for transitioning from the traditional form of organization of the educational process to blended learning at the university. The author reveals the advantages and disadvantages of blended learning organization models, which allow combining traditional face-to-face learning with the self-study work of students in a digital environment that corresponds to a new generation of professionals. The advantages of the models include the formation of educational routes for students, taking into account the goals of education, changes in the speciality and the labour market, and great freedom of the student when he can choose a convenient time, place and pace of learning; motivating students to study in traditional classes with a teacher, reducing the percentage of failed courses. Keywords: informatization, higher education transformation, blended learning models, learning trajectories.

ОБРАЗОВАТЕЛЬНАЯ ТРАЕКТОРИЯ В ПРЕПОДАВАНИИ ИСПАНСКОГО ЯЗЫКА (ЗАРУБЕЖНЫЙ И РОССИЙСКИЙ ОПЫТ)

Mastering foreign languages is traditionally one of the ways of obtaining universal competencies in the educational process. The choice of studying Spanish as a component of the trend of continuity of education leads to the need to create an individual educational route. The article examines the ways of forming the educational trajectory of teaching Spanish in the context of the development of intercultural communication and the increasing need of an individual for personal improvement. The study demonstrates the possibilities of choosing the forms of learning a foreign language in the Russian and Spanish educational systems, which contributes to the development of universal and, accordingly, professional competencies necessary for personal growth. The leading factor for building an individual educational route is the need for communication in foreign languages, hence the priority of the communicative method as the main form of organization of foreign language teaching. The paper considers the peculiarities of foreign language teaching styles, their connection with educational historical and cultural traditions and information technologies. The study is based on a comparative analysis of the forms of linguistic and non-linguistic education in Russia and Spain, which helps to form an individual educational route for the student. The result of the study demonstrates for the student the possibilities of obtaining linguistic and non-linguistic education in domestic and foreign teaching practices and building an individual educational route taking into account personal needs and professional motivations.

TEACHER’S CONTINUOUS PROFESSIONAL DEVELOPMENT: ACTUALIZATION OF EDUCATIONAL ORGANIZATION RESOURCES

The article deals with the problem of the teacher’s professional development personalization in an educational establishment. The purpose of the article is to create and partially test the teacher’s individual educational route based on formal, non-formal and informal integration of education. The study gives the regulatory and legal aspects of creating the teacher’s individual educational route as a means of personalizing his/her professional development, describes the options of teachers’ formal, non-formal and informal education, develops the matrix of professional development organizational forms, including collective, group and individual forms of teacher development, describes three stages of development and implementation of teacher’s individual educational route in an educational establishment. The results of the study consist in updating the potential resources of an educational establishment and compensating scarce teachers’ professional skills by means of horizontal training, proving the compilation use of teachers’ formal, non-formal and informal education in creation of the individual educational route in an educational establishment.

Environment approach in preparing future specialists of preschool education for the development of creative potential of children

The article is devoted to the topical issue of introducing an environmental approach to the training of future specialists in preschool education in order to form their readiness to develop children's creative potential. The authors argue that the educational opportunities for introducing an environmental approach to the training of future teachers in pedagogical colleges are important, since it increases the effectiveness of professional training in general and the formation of readiness for the development of the creative potential of preschool children, in particular. It has been found that for a pedagogical college the definition of the educational environment is associated with a set of specially organised psychological and pedagogical conditions, as a result of which the individual's personality and worldview are formed in interaction with the individual. The peculiarities of the educational environment of a pedagogical college are characterised and it is defined as a complex systemic phenomenon, numerous elements of which, in particular, a set of material, social, psychological and pedagogical conditions and factors that affect the level of satisfaction of teachers and students with the educational process and indicate various characteristics of professional orientation, purposefulness and effectiveness of the functioning of this institution to maximise the satisfaction of society's demand for highly qualified educators, are able to. It is proved that the formation of future specialists' readiness for the development of children's creative potential should be saturated with conditions that maximally fill the educational process with training courses and permanent pedagogical practices to help future educators successfully design and adjust individual educational routes, increasing their motivation and readiness for practical pedagogical activities in the system of preschool education, including the creative development of preschool children. It has been established that the educational environment of pedagogical colleges in the context of forming students' readiness for the development of preschool children's creative potential should necessarily be of a creative type of modality and be characterised by a certain set of specific properties: observability, saturation, plasticity, autonomy of existence, synchronisation, integrity, motivationality, immersiveness, interactivity.

Ndividual educational routes of extracurricular activity as an effective tool for improvement the quality of educative work in modern school

Ndividual educational routes of extracurricular activity as an effective tool for improvement the quality of educative work in modern school